Instructional Methods

(TILT) Transparency in Learning and Teaching

In 2016, Winkelmes et al demonstrated that greater transparency in instruction, assessment, and evaluation significantly influenced the academic performance of first-generation, low-income, and underrepresented students from seven minority-serving institutions.

Their results, obtained via the Transparency and Problem-Centered Learning Project, showed students enrolled in courses with embedded transparency practices self-reported improved academic confidence, a stronger sense of belonging, and a greater self-awareness of skills development = essential traits for enhanced learning, persistence, and retention.

National Center for Education Statistics (Table 30448) – cropped to highlight data related to two-year schools.

The strength of this approach is found in its acronym “TILT” (Transparency in Learning and Teaching) = since just small adjustments (or “tilts”) to existing content, rather than complete overhauls, are enough to be impactful.

Transparency, in this context, is defined as providing students with clear and precise information about: the value and purpose of what they are studying, how they will be asked to demonstrate their understanding of the material, and the evaluative criteria that will be used to assess their knowledge and/or skills development.

THE TRASPARENCY FRAMEWORK
Instructional Transparency: how can instructors make what they are doing in their courses more obvious and understandable to their students?

• Allow students to participate in developing course content
  • Ask learners to suggest potential material/topics to study (in relationship to major themes, subjects, or ideas)
  • Provide options/flexibility within assignments to better reflect learner interests
  • Have students create questions and/or assessments about class content
• Routinely engage in reflection
  • Embed structured formative assessments (Concept Maps, peer review, Muddiest Point, etc.) throughout the semester
  • Set aside class time for less-structured formative feedback (Exit Tickets, One-Minute Papers, etc.)
  • Directly ask students to comment on their learning process thus far (what is clear, what is confusing, where do they feel stuck, what needs more explanation, etc.
• Share examples of learning theories
  • Explain commonly-held understanding about how individuals learn
  • Discuss how scientifically-supported theories are being applied in class
• Detail the relevancy of assessments, project, exams, etc.
  • Express the purpose and value of course content and activities
  • Explain how learning outcomes are being met
  • Communicate the application of learned knowledge and skills beyond the classroom
• Debrief students after major assessments
  • Collectively review student performance
  • Focus discussions on strengths, points of confusion, areas of improvement
• Continuously reference discipline/career skills, practices, methods being taught
  • Emphasize the application and connection of in-class material and activities to the real world and/or potential employment/career opportunities

Assignment/Performance Transparency: how can students better understand what they are being asked to do, and how they should go about doing it?

A transparent assignment addresses the following three factors:

1. Purpose: What skills are students going to develop/hone? What knowledge are they going to gain?
2. Task: What tasks are learners going to perform? How are they supposed to complete those tasks?
3. Criteria: How are students going to be evaluated?

Evaluation Transparency: by what standards are students going to be assessed, and what does a successfully completed assignment look like?

• Share the evaluation tool with students
  • Give students copies of the rubrics or other evaluative criteria (e.g. checklists) that will be used for evaluation (rubric)
  • Review rubrics, checklists, etc. collectively before assignments are given
  • Have students apply the rubrics, checklists, etc. through peer evaluation or self-evaluation
• Provide examples of successfully-completed assignments
  • Explain why and/or how samples met expected evaluative criteria
  • Include, with permission, student-produced examples

RESOURCES

• Introduction to Transparency in Learning and Teaching
• Teaching for Quality Learning at University
• The R.I.S.E. Guide to Designing More Transparent Assignments
• TILT: Higher Ed (official website)
• TILT: Higher Ed Examples and Resources
• Transparency and Problem-centered Learning (video)
• Transparency Framework 1 Purpose (video)
• Transparency Framework 2 Task (video)
• Transparency Framework 3 Criteria (video)
• Transparency in the Classroom
• Transparent Design in Higher Education Teaching and Leadership: A Guide to Implementing the Transparency Framework Institution-Wide to Improve Learning and Retention (eBook available via KCC Library)
• Quick Guide to Transparent Assignment Design

TILTED ASSIGNMENT: EXAMPLE

MINI-DOC #1: THE FRUITS OF MEXICO’S CHEAP LABOR

PURPOSE: This documentary examines the challenging working and living conditions of agricultural Mexican day laborers (jornaleros). Mexican agricultural exports totaled more than $47 billion USD in 2022 = they are a crucial component of Mexico’s national economy, and most of Mexico’s agricultural exports are sold to the United States.

This assignment corresponds with the following course learning objectives:

• Develop a basic knowledge of Latin American society to include: geography, politics, economics, & culture
• Interpret important concepts, theories, events, actors, & processes pertinent to analyzing Latin America’s key social problems (legal, political, social, economic)
• Explain Latin America’s role in global processes (economic, political, social).

TASK: To complete this assignment successfully students will:

• Watch the short documentary: The Fruits of Mexico’s Cheap Labor
• Answer the provided questions based upon information shared in the video
• Include examples and/or detailed supporting evidence from the video to support their conclusions and interpretations
• Submit the assignment in Talon via an uploaded file

CRITERIA:

• Students will be evaluated using the Writing Rubric shared in class and accessible via the “Start Here” module in Talon: Course Content > Start Here Module > Writing Rubric
• Refer to the notes taken during our Writing Rubric Overview session, as well as the annotated assignment handout shared during that period for additional guidance on evaluation
• Please reach out to the instructor with any questions you may have about grading before submitting the final version of your assignment
• Recall, as stated in the Syllabus, students can submit work 2-3 days before an assignment’s due date in order to receive written feedback from the instructor

VIDEO: The Fruits of Mexico’s Cheap Labor

QUESTIONS:

1. From the documentary, summarize the economy of the Mexican state of Sinaloa.
2. Describe the “jornaleros” (“day laborers”) of Mexican agriculture.
3. Describe what stands out to you about the one day you are shown of work in the chili pepper fields.
4. From what you have seen, do you think this is modern-day slavery? Yes or no – please explain.
5. Would the Mexican workers agree with you? Why or why not?
6. Are children legally allowed to work in Mexico? Do they? If so, why?